In this video, Dr. Chris Riley-Tillman a Professor at the University of Missouri and NCII Senior Advisor, discusses the research behind Direct Behavior Rating or DBR and its utility as a progress monitoring measure for behavior.
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DBI Process
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Implementation Guidance and Considerations
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DBI is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. DBI is the technical term for what many good teachers do naturally through the problem solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multi-step process that gradually intensifies instruction and support.
In this video, Dr. Rolland O’Connor, Professor in the Graduate School of Education at the University of California Riverside a member of the NCII Academic Intervention Technical Review Committee, addresses the implications of early reading research for understanding late-emerging reading disabilities, working with students learning English, and preparing teachers to have a strong grounding in the stages of reading development.
Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.
In this video, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.
In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.
The first module in the Intensive Intervention Math Course Content focuses on the mathematics content necessary to include within intensive intervention. This includes matching decisions about instruction and assessment to the mathematics content.
In Module 5 of the Intensive Intervention in Mathematics Course Content we focus on three instructional strategies teachers should embed within every intensive intervention session. We rely on a strong research base for these recommendations about fluency, problem solving, and motivation.
In this article, Dr. Jennifer Ledford shares information about single-case design research and how it relates to intensive intervention as well as resources from the Council for Exceptional Children Division for Research (CEC DR).
View the recordings from the 3-day event celebrating 10 years of NCII.